DEVELOPING INTERACTIVE LEARNING MEDIA COMPUTER COMPONENTS AND INSTALATION OF OPERATING SYSTEM BASED ON MULTIMEDIA

This research is aimed to develop learning media, know of performance, find out the proper level of media eligibility and find out the students’ responses toward the use of interactive learning media computer component and installation of operating system based on multimedia in teaching and learning process on the subject matter of Information and Communication Technology at the main material: computer component and installation of operating system. This learning media is expected to be able to use as supporting device in teaching and learning process. The developing of this learning media uses Research and Development (R & D) method which contains of 8 levels of steps. The steps of this media developing process are as follows: analysis, media designing, implementation, testing, first revision, try –out, second revision and production. This learning media was developed by using the software of Macromedia Flash 8. The testing conducted in this research was in the form of alpha testing by using validation from some experts’ judgments; they are software experts, learning media experts and material experts. After conducting alpha testing and the validation result achieved the criteria used as a proper interactive learning media, then, it was conducted beta testing. It was such a testing to find out how the students’ responses toward the use of the media. Beta testing is conducted by using the students. This research was conducted in the tenth grade students of SMA N 1 Bantul, Jl. Wahid Hasyiem, Bantul, Yogyakarta. It involved 30 students for the instrument trial and 115 students taken from 7 classes to find out how the students’ responses toward the use of the learning media. The method used in collecting the data is likert scale questionnaire. The data collected then analyzed by using descriptive analysis technique by modifying average mark into a proper score interval. The research finding shows that the validation level in this interactive learning media from the software engineering experts is 67,5 in feasible category, from the learning media experts is 105,5 in very feasible category and from the material experts is 149,75 in very feasible category, while the students’ responses toward the use of interactive learning media achieves 128,54 in very feasible category. From the testing result shown, it can be concluded that the use of interactive learning media computer component and installation operating system based on multimedia for the tenth grade students is significantly proper to use. Keywords: developing, interactive learning media, prope

Service oriented interactive media (SOIM) engines enabled by optimized resource sharing

In the same way as cloud computing, Software as a Service (SaaS) and Content Centric Networking (CCN) triggered a new class of software architectures fundamentally different from traditional desktop software, service oriented networking (SON) suggests a new class of media engine technologies, which we call Service Oriented Interactive Media (SOIM) engines. This includes a new approach for game engines and more generally interactive media engines for entertainment, training, educational and dashboard applications. Porting traditional game engines and interactive media engines to the cloud without fundamentally changing the architecture, as done frequently, can enable already various advantages of cloud computing for such kinds of applications, for example simple and transparent upgrading of content and unified user experience on all end-user devices. This paper discusses a new architecture for game engines and interactive media engines fundamentally designed for cloud and SON. Main advantages of SOIM engines are significantly higher resource efficiency, leading to a fraction of cloud hosting costs. SOIM engines achieve these benefits by multilayered data sharing, efficiently handling many input and output channels for video, audio, and 3D world synchronization, and smart user session and session slot management. Architecture and results of a prototype implementation of a SOIM engine are discussed

AXES at TRECVid 2011

The AXES project participated in the interactive known-item search task (KIS) and the interactive instance search task (INS) for TRECVid 2011. We used the same system architecture and a nearly identical user interface for both the KIS and INS tasks. Both systems made use of text search on ASR, visual concept detectors, and visual similarity search. The user experiments were carried out with media professionals and media students at the Netherlands Institute for Sound and Vision, with media professionals performing the KIS task and media students participating in the INS task. This paper describes the results and findings of our experiments

IMPROVING THE STUDENTS’ LEARNING ACHIEVEMENT ON FLUID MECHANICS COURSE THROUGH THE USE OF INTERACTIVE MEDIA

This research aims at improving the quality of teaching and learning process in Fluid Mechanics course through the use of teaching media. The teaching of Fluid Mechanics needs communicative and authentic media. Interactive media which is made by using software is one of media that give chance to the students to learn, practice, and analyze the materials of mechanic and fluid dynamic outside the class independently and interactively. This study is categorized as an Action Research. The participants of this study were the semester three students of Diploma III of Civil Engineering Study Program of Yogyakarta State University who join Fluid Mechanics class. This research was conducted in 4 months. There were 2 cycles in this study. Each cycle consisted of planning, conducting, and controlling then the final stage was reflection. Data were analyzed using quantitative method and simple descriptive qualitative. The result of research shows that the implementation of interactive media can improve the quality of teaching and learning process on Fluid Mechanics course. The scores of the students had increased from the mean score of 68.41 on the first cycle into 75.37 on the second cycle. Moreover, 94.85% of the students responded well to the use of interactive teaching media as a medium of learning. Keywords: Fluid mechanics, learning media, action researc

Interactivity: A review of the concept and a framework for analysis

The terms `interactivity' and `interactive media' became significant buzz-words during the late 1980s and early 1990s when the multi-media euphoria fascinated politicians, economists, and researchers alike. However, right from the beginning of the scientific debate, the inconsistent usage of the term `interactivity' massively complicated the comparability of numerous empirical studies. This is where this article joins the discussion. First, the article sheds light on the terminological origins of `interactivity' and distinguishes the term from cognate expressions. Further, it restructures and extends existing findings on the basis of a new analysis framework which considers three levels of interactive communication (action level, level of subjective situation evaluation, and level of meaning exchange). Finally, it delivers a systematic overview of specific criteria of interactive communication

Interactive Art To Go

Traditional artworks like paintings, photographs, or films can be reproduced by conventional media like printing or video. This makes visitors of museums possible to purchase postcards, posters, books, and DVDs of pictures and/or movies shown at the exhibition. However, newly developing arts so called interactive art, or new media art, has not been able to be reproduced due to limitation of functionalities of the conventional media. In this article, the authors report a novel approach of sharing such interactive art outside the exhibition, so that the visitors of the museum can take a copy to home, and even share it with non-visitors. The authors build up their new projector-and-camera (ProCam) based interactive artwork for exhibition at Museum of Contemporary Art Tokyo (MOT) by using Apple's iPhone. The exactly same software driving this artwork was downloadable from Apple's App Store -- thus all visitors or even non-visitors could enjoy the same experience at home or wherever they like

Country differences in technology experience: The effect of teletext on iTV adoption in the United Kingdom

This study found that participant’s previous teletext experience and previous iTV experience influenced their openness towards using interactive television in planning independent longhaul holidays. The study surveyed participants for their previous interactive media experience (internet, iTV and teletext) before viewing a linear or interactive television destination promotion. Two ad models (impulse and telescopic) were tested from two program formats (travel program segment and ad break in a lifestyle program). These were aired on a video-on-demand network in London (UK) with 164 people out of a total of 375 participating all the way to the final steps of the study. Participants were most experienced with the Internet (mean 6.29 on 1-7scale) and 50% had had experience with an interactive television provider other than the VOD network. 70% had experience with teletext. Overall, participants felt positively towards interactive television as an information source for holiday planning. Those with teletext experience or iTV experience were more open to iTV than those without such experience. Furthermore, actual interaction with the treatment seemed to moderate the previous experience – iTV attractiveness link. This demonstrated that although previous technology experiences can transfer to new media, the actual experience of using the new media is also a powerful factor

A COMPARATIVE STUDY BETWEEN ICT LEARNING RESULTS USING INTERACTIVE COMPUTER-ASSISTED LEARNING AND THE ONES USING TEXTBOOKS FOR GRADE VII STUDENTS AT SMP N 4 WATES

This research aims to examine the comparison between interactive computer assisted-learning and textbook-based learning on the ICT learning results upon computer software of the grade VII students at SMP N 4 Wates Kulon Progo. The research methods employed was quasi-experimental. The research design selected was non-equivalent control group design. The research was conducted towards the grade VII students, they were class VIIA (by using interactive computer assisted-learning) as the experimental class and class VIIB (by using textbook-based learning) as the control class in which each class consisted of 32 students, at SMP N 4 Wates Kulon Progo in the semester 2. The sample collection technique of the research employed purposive sampling. The data collection of the research used documentations which comprised of the ICT subject syllabus and the result of the initial condition by using pre-test and the final condition by using post-test. The trials of the instruments utilized the test of item validity according to the expert judgement and the reliability test using Cronbach's Alpha. The data analysis technique to examine the research findings employed tests for normality and homogeneity as well as T-test using SPSS 17.0 program to analyze the data obtained. The research finding suggested that interactive computer-assisted learning was the better media to deliver the learning materials of the ICT subject than textbooks-based learning in term of students’ learning results. This was confirmed by the post-hypothesis test. Using T-test, the significance value of the posthypothesis test result was less than the value of α = 0,05, therefore Ho was rejected and Ha was accepted, meaning that the textbooks based-learning was different from interactive computer-assisted learning as the media to deliver the learning materials of ICT subject in term of students’ learning results. Based on the descriptive analysis upon the post-test data, it could be concluded that the interactive computer-assisted learning was the better media to deliver the learning materials of the ICT subject than textbooks-based learning in term of students’ learning results on computer software. Key Words: Comparison, learning media, interactive computer-assisted learning, textbooks, learning results

Reservoir hill and audiences for online interactive drama

This paper analyses the interactive experiences constructed for users of the New Zealand online interactive drama Reservoir Hill (2009, 2010), focusing both on the nature and levels of engagement which the series provided to users and the difficulties of audience research into this kind of media content. The series itself provided tightly prescribed forms of interactivity across multiple platforms, allowing forms of engagement that were greatly appreciated by its audience overall but actively explored only by a small proportion of users. The responses from members of the Reservoir Hill audience suggests that online users themselves are still learning the nature of, and constraints on, their engagements with various forms of online interactive media. This paper also engages with issue of how interactivity itself is defined, the difficulties of both connecting with audience members and securing timely access to online data, and the challenges of undertaking collaborative research with media producers in order to gain access to user data